长寿时代高等教育的未来

Contributors Anne Ollen, MEd,CEBSManaging DirectorTIAA Institute James C. ApplebyChief Executive OfficerThe GerontologicalSociety of America Surya Kolluri, MBA,MS, CRPCHeadTIAA Institute Nina M. Silverstein, PhD,FGSAProfessor EmeritaDepartment of GerontologyFaculty Fellow, Gerontology InstituteUniversity of Massachusetts Boston Joann M. Montepare, PhD,FGSA, FAGHEProfessor Emerita of PsychologyLasell UniversityFaculty Fellow, Gerontology InstituteUniversity of Massachusetts Boston SPECIAL CONTRIBUTOR Mary J. Cronin, PhDResearch ProfessorBoston College About the TIAA Institute About GSA Since 1998, the TIAA Institute has helped advance the waysindividuals and institutions plan for financial security andorganizational effectiveness. The Institute conducts in-depthresearch, provides access to a network of thought leaders,and enables those it serves to anticipate trends, plan futurestrategies and maximize opportunities for success. To learnmore, visittiaainstitute.org. The Gerontological Society of America is the nation’soldest and largest interdisciplinary organization devoted toresearch, education, and practice in the field of aging. Theprincipal mission of the Society—and its 5,500+ members—is to advance the study of aging and disseminate informationamong scientists, decision makers, and the general public..To learn more, visitwww.geron.org. Foreword Higher education in the United States stands at a critical crossroad, facing several compelling challengesthat demand bold, strategic responses. Declining enrollments, driven by falling fertility rates after theGreat Recession of 2007, and increased skepticism regarding the value of higher education, have ledto an excess capacity of college seats. Financial pressures are evident, with colleges closing or mergingregularly and more frequently. Rising tuition costs, which have outpaced inflation, coupled with increasingadministrative-to-faculty ratios, have further strained the system. For example, between 2010 and 2021,undergraduate enrollment declined by 15%, dropping from 18.1 million to 15.4 million students, whiletuition costs increased by over 25%. Amid these challenges we feel that there is an extraordinary opportunity right in front of the U.S. highereducation system driven by the future workforce disruption caused by artificial intelligence and the riseof what we would like to termthe longevity economy. Increases in longevity are leading to a permanentchange in the age structure of the U.S. population resulting in more evenly matched age-cohorts acrossthe lifespan. This demographic transformation represents a vast, growing, and untapped market forhigher education as individuals age 25 to 75 upskill, reskill, and change careers in response to thewidespread adoption of artificial intelligence. Higher education institutions can expand their offerings to this growing group. However, tapping into thisopportunity requires not only prioritizing its focus but also rethinking the educational offering from theground up. The TIAA Institute and the Gerontological Society of America (GSA) are delighted to share our findingsand recommendations in this report. We draw upon GSA’s Age Inclusivity in Higher Education initiative toprovide a potential blueprint. Our report provides examples and outlines how colleges and universities aresuccessfully supporting aging learners across the “career course” by broadening the scope of recruitmentefforts, expanding curricular offerings, making the physical environment more accessible, and providingresources and services targeted to the needs of age-diverse students. We hope you find this report and the opportunity we have identified as exciting as we do. And we lookforward to engaging in conversations that will catalyze action to capture this opportunity and helpAmericans achieve longevity fitness with education as a foundation. Surya P. KolluriHead, TIAA InstituteTIAA James C. ApplebyChief Executive Officer,Gerontological Society of America Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Population shifts and trends toward age inclusivity. . . . . . . . . . . . . . . .7Rapid changes and radical transformation. . . . . . . . . . . . . . . . . . . . .11Factors delaying enrollment in higher education..................13Touchpoints for education across the lifespan. . . . . . . . . . . . . . . . . . .15 Implications for higher education: creating age-inclusivecampuses for students of all ages. . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Teaching and learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Services and resources..................................24Student affairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Physical environment...................................27Research...........................................28Personnel. . . . . . . . . . . . . . . . . . . . . . . . . . .